1. SIOP Model Making Content Comprehensible for English Language Learners
Review and Assessment
SIOP Model
Making Content Comprehensible for English Language Learners

2. Content Objectives Select techniques for reviewing key concepts.
Incorporate a variety of assessment techniques into lessons
Describe the challenges in assessing the content learning of students with limited English profiency.

3. Language Objectives
Write a lesson plan that includes review of key vocabulary
Orally provide feedback to ELs that enhances language development
Use oral, written, and physical means to provide specific feedback to students on their performance

4. Remember: other than Preparation, there is no hierarchy or order to the SIOP components.
Review and assess throughout each lesson and again as the lesson concludes.
Throughout the lesson we have the opportunity to assess students’ progress towards the content and language objectives.

5. Review is essential
During a class period , ELs may receive between 50 to 90 minutes of input in a new language.
Teachers need to highlight what is important and review key information.

6. Review of new vocabulary
Multiple exposures to new terminology builds familiarity, confidence, and English proficiency.
It is ineffective to teach vocabulary only with the “word list.”
The more exposures students have to a new word, especially if the vocabulary is taught through different modalities, the more likely the word will be remembered and used.
See diagram page 169.

7. Review of new vocabulary
Sample ways to review (page 170)
Word Study Books/Personal Dictionaries
Word Walls
Act out words
Four Square
Draw a picture
Scaffolding
Make a list of vocabulary review activities at table.
Share with whole group.

8. Review of Key Concepts
Understandings should be scaffolded throughout the lesson. Stop and briefly summarize what the class has learned so far.
Students may summarize with partner, write in journal, or list key ideas on board.
Use outcome sentences at end of lesson (pg 170)
I wonder…
I discovered…
I still want to know…
I learned…
I still do not understand…

9. Feedback Provide specific academic feedback.
Feedback should clarify and correct misconceptions.
Paraphrasing supports the student’s understanding and validates answers.
Feedback can be oral, written, or physical.

10. Process Review and assessment is an ongoing process.
Assessment and evaluation are not the same.
Assessment is the gathering of information about a students learning.
Evaluation is making judgments about a students learning.
The process of assessment can be seen as progressive: first should come assessment and then evaluation.

11. Video What types of assessments can you identify?
How did the teacher review her objects with the class?

12. Use ABCD cards Content objectives are
Statements that identify what a student should know.
Statements about the language used during a class.
Statements that identify assessments.
Statements that evaluate.

13. Use ABCD cards SIOP stands for: A. Secondary Illiterate Obese Pigeons
B. Sheltered Instruction Observation Performance
C. Sheltered Instruction Observation Protocol
D. Shelties Indigently Orally Purr

14. Complete SIOP Puzzle Review
Put together “puzzle”.
Check for accuracy.

15. Pizza Slice Count off by 16.
Get together with your group (only your number).
Create a pizza slice for your topic. The slice should include words and pictures.
1 and 9 = Lesson Preparation
2 and 10 =Building Background
3 and 11= Comprehensible Input
4 and 12 = Strategies
5 and 13 = Interaction
6 and 14= Practice/Application
7 and 15 = Lesson Delivery
8 and 16 = Review and Assessment
Present your slice.

16. Get together with school
Create a list of obstacles that could get in your way of implementing SIOP.
Create “cures” for obstacles.

17. What next?
This year….
Complete evaluation.